The Effect of Metacognitive Strategy on Listening Strategy Use Among Tourism Majored Vocational School Students in Sichuan Province

Abstract

This paper investigates the influence of metacognitive strategies on the application of listening strategies among tourism vocational students in Sichuan. With the rapid development of China's tourism industry, vocational students entering the service sector face increasing demands for proficient English listening skills. This study addresses a gap in the literature regarding how learners' awareness of their own learning processes affects listening comprehension approaches. Grounded in cognitive learning theory, the research employs a mixed-methods design, combining questionnaire surveys with classroom observations. The findings indicate that structured instruction in metacognitive strategies significantly enhances students' use of listening strategies, particularly in selective attention and comprehension monitoring. Following targeted interventions, learners demonstrated improved planning, monitoring, and reflection on their listening processes. These results suggest that fostering metacognitive awareness within vocational English curricula can substantially strengthen students' professional communication competence. Practically, teachers are encouraged to design scaffolded listening tasks that promote self-regulated learning. The study offers valuable implications for technical training by supporting the development of both cognitive awareness and language proficiency and contributes to the broader field of vocational education research.